ANALYZING PHONOLOGICAL FEATURES AND PRONUNCIATION CHALLENGES IN SECOND LANGUAGE ENGLISH ACQUISITION

Abstract

This study paper examines the major phonological features and pronunciation challenges encountered in second language (L2) English acquisition, with particular emphasis on the interaction between first language (L1) influence, cognitive perception, and instructional strategies. The study explores how learners struggle with English segmental and suprasegmental features, including vowels, consonants, stress, rhythm, intonation, and connected speech. Drawing upon foundational theories such as the Contrastive Analysis Hypothesis (CAH), Markedness Differential Hypothesis (MDH), Speech Learning Model (SLM), and Perceptual Assimilation Model (PAM-L2), the review highlights the importance of perceptual categorization and phonological transfer in shaping learner pronunciation. The paper further discusses common pronunciation difficulties among learners from different linguistic backgrounds, including problems with tense-lax vowel distinctions, consonant substitutions, consonant clusters, and stress-timed rhythm patterns. Particular attention is given to repair strategies such as epenthesis and consonant deletion, which learners employ to adapt unfamiliar English phonotactic structures. In addition, the review evaluates the influence of individual learner variables such as age, motivation, language aptitude, identity, and neuroplasticity on pronunciation attainment. The role of modern pedagogical approaches, especially explicit pronunciation instruction, Computer-Assisted Pronunciation Training (CAPT), and Artificial Intelligence (AI)-based speech recognition tools, is also critically analyzed. The findings indicate that successful L2 phonological acquisition depends on both perceptual and articulatory development, supported by communicative practice and technological intervention. Ultimately, the review emphasizes intelligibility rather than native-like pronunciation as the primary objective of modern English language teaching